master's thesis
The role of misconceptions identified on the basis of concept test in therealization of conceptual thinking in secondary school students

Martina Janković (2013)
Josip Juraj Strossmayer University of Osijek
Department of biology
Metadata
TitleUloga miskoncepcija utvrđenih na osnovi konceptualnog testa u ostvarenju konceptualnog razmišljanja kod učenika srednje škole
AuthorMartina Janković
Mentor(s)Enrih Merdić (thesis advisor)
Abstract
Učenje je aktivan proces koji učenike dovodi do izgradnje novih koncepcija i ideja natemelju njihovog trenutnog znanja. Ideje koje nastaju kao rezultat potrebe da učeniknešto samom sebi protumači, a nisu u skladu sa znanstvenim koncepcijama nazivajuse miskoncepcije. Istraživanje tipičnih učeničkih miskoncepcija na nastavnu cjelinuŽivotni ciklusi provedeno je u svibnju i lipnju 2012. godine među učenicima prvihrazreda III. gimnazije u Osijeku. U inicijalnom testiranju sudjelovalo je 145 učenika, au završnom, nakon odrađene cjeline sudjelovalo je 139 učenika. Metrijska analizaprovjere znanja rađena je računanjem Cronbachovog alfakoeficijenta,diskriminativnosti, indeksa lakoće i prirodoslovne pismenosti. Analizom inicijalne izavršne provjere znanja utvrđen je velik broj miskoncepcija nastalih zbognerazumijevanja pojmova i usvajanja činjenica bez razumijevanja. Najznačajnijemiskoncepcije su mejoza je dioba spolnih stanica i DNA je manja od kromosoma, anakon kromosoma po veličini slijedi gen. Usporedbom rezultata obje provjereutvrđeno je kako je kod većine učenika došlo do ispravka većine postojećihmiskoncepcija, ali ne i onih najznačajnijih.
Keywordsconceptions misconceptions knowledge initial testing cognitivelevels
Parallel title (English)The role of misconceptions identified on the basis of concept test in therealization of conceptual thinking in secondary school students
Committee MembersIvna Štolfa Čamagajevac (committee chairperson)
Marija Heffer (committee member)
Enrih Merdić (committee member)
GranterJosip Juraj Strossmayer University of Osijek
Department of biology
PlaceOsijek
StateCroatia
Scientific field, discipline, subdisciplineNATURAL SCIENCES
Biology
Study programme typeuniversity
Study levelgraduate
Study programmeMaster of Science Graduate University Study Programme in Biology and Chemistry; specializations in: Master Education In Chemistry and Biology
Study specializationMaster Education In Chemistry and Biology
Academic title abbreviationmag.educ.biol.et chem.
Genremaster's thesis
Language Croatian
Defense date2013-09-23
Parallel abstract (English)
Learning is an active process in which students construct new concepts and ideas based on their current knowledge. Ideas that arise as a result of the student's needs to interpret something to himself/herself, and are not in line with scientific concepts are called misconceptions. Research of typical students' misconceptions in the teaching unit Life cycle was conducted among freshmen of high school ofmathematics and natural science in Osijek in May and June of 2012. A total number of 145 students participated in the inital testing, while 139 students paricipated in the final, after the unit was finished. The metric analysis of the test results was done by calculating Cronbach's alpha coefficient, discrimination, index of easy and scientific literacy. The analysis of the initial and final test identified a large number of various misconceptions which arise from misunderstanding of concepts and learning by heart without actually comprehending the facts. The most common misconceptions are:"Meiosis is the division of the reproductive cells" and "DNA is smaller than the chromosomes and the chromosome is followed by a gene in terms of size."Comparison of the results of both tests shows that the majority of students have correction of the existing misconceptions, but not the most important ones.
Parallel keywords (Croatian)koncepcije miskoncepcije znanje inicijalno testiranje kognitivne razine
Resource typetext
Access conditionOpen access
Terms of usehttp://rightsstatements.org/vocab/InC/1.0/
URN:NBNhttps://urn.nsk.hr/urn:nbn:hr:181:910297
CommitterVesna Radman Meic